Where's the Body? Reconsidering the Concept of Pedagogical Content Knowledge through Research in Music Education with Dutch Specialist Preschool Music Teachers

Autor/in	Bremmer, Melissa
Titel	Where's the Body? Reconsidering the Concept of Pedagogical Content Knowledge through Research in Music Education with Dutch Specialist Preschool Music Teachers
Quelle	In: British Journal of Music Education, 38 (2020) 2, S.119-130 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-0517
DOI	10.1017/S0265051720000285
Schlagwörter	Foreign Countries; Pedagogical Content Knowledge; Music Teachers; Preschool Teachers; Music Education; Environmental Influences; Human Body; Cognitive Processes; Nonverbal Communication; Netherlands + Suchen Sie Ihr Suchwort? Ausland; Pädagogische Kompetenz; Music; Teacher; Teachers; Musiklehrer; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Musikerziehung; Environmental influence; Umwelteinfluss; Menschlicher Körper; Cognitive process; Kognitiver Prozess; Non-verbal communication; Nonverbale Kommunikation; Niederlande
Abstract	This article reports an investigation into the pedagogical content knowledge (PCK) of Dutch specialist preschool music teachers with regard to teaching and learning rhythm skills from an embodied cognition perspective. An embodied cognition perspective stresses the intimate relationship between body, mind and environment. Through stimulated recall interviews, video analysis tasks, notebooks and semi-structured interviews, the PCK of six music teachers was explored. Regarding the content, a new form of bodily based PCK was found in the data: instructional gestures, representational gestures and guiding gestures that facilitate the learning of rhythm skills of preschoolers. Regarding its nature, this study demonstrated that the music teacher's PCK presents itself as a multimodal form of knowing, distributed over language, sound, gestures, body positioning and physical actions. This study raises the question whether the body is marginalised in current conceptualisations of PCK. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01